Differentiating instruction for advanced learners in the mixed-ability middle school classroom.
By Carol Ann Tomlinson
why differentiate?
learning styles change rapidly as they develop
What is differentiation?
varietyof options for content, process and outcomes.
higher level of work not more of the same
strategies for managing a differentiate classroom
use of multiple texts and supplimentary materials
use of computer programs
interest centres
learning contracts
compacting
tiered actvities and products
independent learning contracts
complex instruction
group investigation
product criteria negotiated by students and teacher
graduated tasks
Characteristics of a differentiated classroom are
instruction: concept focused and principle driven.
on -going assessment of students readiness and growth
flexible grouping: consistently used
students are active explorers: teachers guide exploration.
encourages independence
ready-based adjustments
concrete to abstract
simple to complex
basic to transformational
fewer facets to multifacets
smaller leaps to greater leaps
more structured to more open
toward independence
fast - slow pace